مریم السادات طباطبائیان

The rapid advancement of technology and student needs for flexibility and convenience in education, have required universities to make changes to traditional teaching methods. The blended learning method, which uses the technological facilities of E-learning and the social benefits of the traditional learning, is a solution to meet this need. This study, with the aim of comparing students' satisfaction of blended and traditional education of Intermediate accounting 1, tries to introduce a new method for accounting education. In this quasi-experimental study, 142 students from different universities are divided into experimental and control groups. The electronic content used in the blended method is prepared and implemented by the researcher before the first semester of the 99-98. After teaching in blended and traditional methods, at the end of the semester, students' satisfaction of the manner and characteristics of meetings, course communication, educational videos and lesson content is measured by a reliable and valid questionnaire. Data is analyzed through T-test. According to the research findings, the satisfaction of students in the two groups is not significantly different. This research is conducted before the coronavirus epidemic and the requirement of universities for E-learning. Using the results of this study, universities can have better planning for accounting education in the post-corona era.

This study, using a combination of information technology and traditional education, attempts to compare the effects of this combined method to the effects of traditional face-to-face method on the academic performance of accounting students. This is a quasi-experimental study. The e-learning content is prepared and implemented by the researcher and pre-test and post-test with experimental and control group are used to execute the project. The validity of test questions is confirmed by three accounting masters. The sample consists of students who had taken the first Intermediate accounting course in the first semester of the 98-99 academic year. Covariance analysis is used to analyze the results. A retest is used to ensure the reliability of the study and the study is conducted simultaneously in several universities. Statistical outputs show no significant difference between the two learning methods. The results show that the integration of technology in accounting education does not make a difference in the level of students' academic performance compared to face-to-face learning method. This could be due to environmental factors beyond the control, such as the weakness of technological tools, the lack of full availability of the prerequisites, or the implementation way of the combined method in this study.